Project-Based vs. Text-BasedProject-Based vs. Text-Based

Project-Based is sometimes called Project-Based is sometimes called “Authentic Assessment”“Authentic Assessment”

…a student building knowledge or skills

by DOING…

PProject-based learning roject-based learning isis “a systematic teaching method that “a systematic teaching method that engages students in learning engages students in learning knowledge and skills through an knowledge and skills through an extended inquiry process structured extended inquiry process structured around complex, authentic questions around complex, authentic questions and carefully designed products and and carefully designed products and tasks.” tasks.”

GROUP ACTIVITY # 1GROUP ACTIVITY # 1

AUTHENTIC AUTHENTIC ASSESSMENTASSESSMENT

Project-Based LearningProject-Based Learning brings brings new relevance to student new relevance to student

discoverydiscovery

The way students used to learn is The way students used to learn is no no longerlonger a valid method: a valid method:

Passively listeningPassively listening Remembering/recalling information Remembering/recalling information Using information out of contextUsing information out of context Being assessed primarily with pencilBeing assessed primarily with pencil and paper type testsand paper type tests

Project-Based Learning address Project-Based Learning address different student learning stylesdifferent student learning styles

Visual—Visual—learning based on observation learning based on observation and seeing what is being learnedand seeing what is being learned

Auditory—Auditory—learning based on listening learning based on listening to instructions/information.to instructions/information.

Kinesthetic/Tactile- Kinesthetic/Tactile- learning based learning based on hands-on work and engaging in on hands-on work and engaging in activities.activities.

An Introduction to Project An Introduction to Project Learning VideoLearning Video

Project-Based LearningProject-Based Learning typically involves 4 basic typically involves 4 basic

elementselements1.1. An extended time frameAn extended time frame

2.2. CollaborationCollaboration

3.3. Inquiry, investigation, and Inquiry, investigation, and researchresearch

4.4. The construction of an artifact The construction of an artifact or performance of a or performance of a consequential taskconsequential task

GROUP ACTIVITY #2GROUP ACTIVITY #2Practical Project IdeasPractical Project Ideas

The Pluses of Project-Based The Pluses of Project-Based LearningLearning

Students more directly involved with contentStudents more directly involved with content Higher level of meaningfulness or relevancyHigher level of meaningfulness or relevancy Multi-dimensional or multi-modal (appeals to a Multi-dimensional or multi-modal (appeals to a

variety of learning styles)variety of learning styles) Students able to show what they know in a Students able to show what they know in a

variety of ways (other than pencil/paper-type variety of ways (other than pencil/paper-type tasks)tasks)

Addresses real-world, real-life applicationsAddresses real-world, real-life applications Requires HOTS (exploration, critical thinking, Requires HOTS (exploration, critical thinking,

judgment, analysis and interpretation)judgment, analysis and interpretation) Active rather than passive learningActive rather than passive learning Allows for student empowerment and Allows for student empowerment and

“ownership” of learning“ownership” of learning

What are other benefits of What are other benefits of Project-Based Learning?Project-Based Learning?

Increases student-to-Increases student-to-student collaborationstudent collaboration

Prepares for team workPrepares for team workIntegrates various content Integrates various content

or subject standardsor subject standardsIncreases awareness of Increases awareness of

students as individualsstudents as individuals

Why does Project-Based Why does Project-Based Learning typically start with a Learning typically start with a

guiding question?guiding question? It opens the door for students to explore the It opens the door for students to explore the

content in an in-depth and meaningful waycontent in an in-depth and meaningful way It presents multiple ways for students to It presents multiple ways for students to

demonstrate knowledgedemonstrate knowledge It creates “bridges” between subjects so It creates “bridges” between subjects so

students can view knowledge holistically students can view knowledge holistically rather than as isolated factsrather than as isolated facts

It is more representative of how adults It is more representative of how adults typically learn and solve problemstypically learn and solve problems

How can students use How can students use project-project-basedbased activities to assess their activities to assess their

own learning?own learning?

•Allow them to determine the attributes of a good performance•Allow them to list these qualities of a good performance•Allow them to evaluate their own performance based on this criteria

Use scoring guides (rubrics) to Use scoring guides (rubrics) to evaluate real life applicationsevaluate real life applications

Students can start with one Students can start with one criterion and expand to otherscriterion and expand to others

As they engage in determining the As they engage in determining the traits of quality work, they become traits of quality work, they become better able to evaluate their own better able to evaluate their own performanceperformance

They will eventually be able to They will eventually be able to identify their areas of strength and identify their areas of strength and weakness and set their own goals weakness and set their own goals for improvementfor improvement

GROUP ACTIVITY #3GROUP ACTIVITY #3

Create a Scoring RubricCreate a Scoring Rubric

Students reflect how their own Students reflect how their own performance compares to performance compares to

exemplary models providedexemplary models provided

How can a teacher tell if a student How can a teacher tell if a student needs additional practice?needs additional practice?

Move around the classroom and enter a student’s immediate proximity

Ask students to describe to you the quality of the work they are doing

Discuss their work using the languageof the scoring rubric, helping them to plan the next steps in their learning

How does one high school How does one high school implement Project-Based implement Project-Based

Learning?Learning?

SET UP•At least one project is done per five-week unit•Rubrics are given out at the start of the project•Different students do different projects

How does one high school How does one high school implement Project-Based implement Project-Based

Learning?Learning?

DURING THE PROJECT

• Structure is given (lots at first, then less as time goes on)

…also known as “SCAFFOLDING”• Absolute deadlines are set for all steps of the project

How does one high school How does one high school implement Project-Based implement Project-Based

Learning?Learning?

FINAL ASSESSMENT

• Students are given opportunities for presenting their work

• Group and/or individual reflection is encouraged

• Displays are created in classrooms and/or throughout the school

What are some other ideas?What are some other ideas? Create and use a “target vocabulary”

Create adequate “practice” environments based upon students’ understanding of the learning goals

Have students work in pairs or groups, matching those who demonstrate skills & understanding with those who do not

Provide feedback to them about theirstrengths and the areas that need improvement

Can a teacher use a Project-Can a teacher use a Project-Based Student Performance as Based Student Performance as

an end of unit test?an end of unit test?

The U. S. Dept. of Labor The U. S. Dept. of Labor Secretary’s Commission states:Secretary’s Commission states:

The 21The 21stst century skills that students in today’s century skills that students in today’s world need include: world need include:

Personal and social responsibility Personal and social responsibility Critical thinking, reasoning, creativity Critical thinking, reasoning, creativity Highly developed communication skillsHighly developed communication skills Cross-cultural understandingCross-cultural understanding Decision-making prowessDecision-making prowess Knowing how to utilize appropriate tools Knowing how to utilize appropriate tools

and technology for the task at handand technology for the task at hand